This document provides information about autism and strategies to support a student named Simon who has autism. It defines autism, introduces Simon and his family's situation, and outlines Simon's specific needs and interests. Potential support agencies are described and classroom modifications, teaching strategies, and ways to include Simon in group activities are suggested to help him develop important skills.

1. AUTISM

2. STUDENT- ALEXANDRIA NETO
TEACHER – LISA M
COURSE- INCLUSION

3. DEFINITION OF AUTISM
• “Impairments in communications social interaction imaginative place and
stereotyped behaviours, interest, and activities, prior to age 3 . Autism is
neurological disorder that affects the function of the brain . Some common
traits are impaired communication, problems with social relationships and
play skills, engagement in stereotypical/ repetitive behaviours, sensory
impairments.” ( learning together every step of the way, city of Toronto surrey
place centre) (page 1 of 3)

4. INTRODUCTION OF THE FAMILY
• Simon father is a single parent who recently moved into Toronto with his two
teenage children and also Simon who is autistic. He is seeking out organizations that
can provide him with assistance that will beneficial for his family and also Simon
developmental needs and wants
• In particular Simon is a 3 year old boy who is autistic , he has some difficulty with his
impulse control and his language/speech is repetitive. Furthermore Simon father
mentions that he is interested in wheels and cars.

5. IMPORTANT FACTORS TO
CONSIDER
• Little impulse control
• Communication (repetitiveness)
• Enjoys wheels and cars
• Simon has two teenage brothers and a single father

6. VIDEOS ON AUTISM
Http://www.youtube.com/watch?v=lbXjW-cX9kQ (general overview of the
disability also the signs, symptoms of autism)
http://www.youtube.com/watch?v=SLBLnNxzftM (training technique for
children with autism)

7. CHILD AS A PART OF THE LARGER
GROUP OF CHILDREN
Include children in cooperative games such as activates that Simon is interested in
such as cars etc. . Possibly implement a project base activity around that concept.
Involve him in gathering time along with the other children
Include books that promote inclusion and have them easily accessible by all children
Create a buddy system by incorporating small groups during activities
Have pictorials with children that have disabilities playing with each other
Have the class think of ways to make the environment more inclusive (provoke their
thoughts)
Teach children other ways of communication that may be easier for those with special
needs
Teach children about different special need in fun ways
Allow children to be helpers with one another (include them in the process)
Teach all children empathy

8. CLASSROOM MODIFICATION
• Include mirrors in the classroom so that there is a possibility that he will look into the mirror and pretend
play.
• Stabilize materials such as cars by using trays so that he will not be frustrated and also help him build on
his attention span
• Replace materials with toys that he can manipulate
• Reduce the amount of steps in activities and gradually increase the steps. By doing this activity
repetitively his cognitive abilities will increase such as memory, attention spans etc.
• Use large pictures that are detailed along with words in different colors to attract his attention, also saying
the words while showing the picture will help build his language skills (pair words with pictorials)

9. TEACHING STRATEGIES
• Speak to children ahead of time so that they will become familiar with the child condition and also include a wide diversity of responses in
the classroom such as pictures at children eye levels, books so that they would become desensitize and will not judge the children
• Encourage the children to include Simon in their games and activities also try to get the children involved with
Simon interest. This will help build social skills and community’s skills among the children
• Making friends and building relations between children is also important, this will help then child feel included
and also belong to a part of something rather than feeling like a misfit or less important
• Teachers should also help the child with self-help skills so that Simon will not develop in an environment that is
dependent but rather become independent and feel a sense of accomplishment
• Be descriptive when speaking to the child for example use items that contains wheels or add wheels to materials
etc. So that the child can be build an interest.
• Speak to the child slowly so that the information can process
• Use simple direct words
• Adults may misinterpret the child request, which may make the child frustrated( not meeting the child’s needs and
wants)
• Gradually build on the child ability to wait (for example first have the child wait for a few minutes then extend that
for a longer period after a few times. over a period of time the child impulse skills will improve after repetition.
• Find out what Simon is interested in such as books, songs, games . having this knowledge will allow me to in
cooperate these activities within the program plan/ schedule
• Sit one on one with the child at times; use prompting and fading technique if the child is lacking skills in certain
areas then you can you skills as hand over hand etc.
• Do not answer the children questions or give those words but instead encourage him to speak and tell you what they want.
For example if the child points at an items etc encourage him to use his words to communicate what he is feeling and wants. In addition, it is
also important to help the child understand his emotions so that he can put a name to it and that is it ok to feel the way that he is feeling
• Implement cooperative games with the children both in small and large groups so that he will feel comfortable in the new environment that
he is in.

10. SUPPORTING SIMON FAMILY
• Connect his father with the resource worker in the child care
• Collaborate with the parents and listen to the parent because they will have more information on the child behaviour and also his strengths and area
which he can improve on. Teachers can also share their observations, not just the positive but the negative. By having this two way conversation they
can work together on a common goal working on one area at a time
• Connect the father with other parents and also various communities near by which can be inclusive and supportive with the situation
• Encourage Simon siblings to include him in games, activities that they may be involved in. This will help Simon feel like part of his family and not a
separate entity.
• Get Simon and his family involved and acquainted with the other staff, parents and children. Working closely with not just the ECE but everyone that
surrounds Simon will possibly increase his developmental skills in all aspects.
• There is a possibility that his father may be busy with his work and supporting the family so it is wise
to try to be informative and include the siblings in the process rather than excluding them.

11. SUPPORTING AGENCIES
• I BELIEVE IN MIRACLES
• SURREY PLACE CENTRE
• AUTISM ONTARIO
• GENEVA CENTRE FOR AUTISM

12. •
I BELIEVE IN MIRCLES
ABOUT AGENCY -I Believe in Miracles incorporates Instructor Therapist, Occupational Therapist, Speech and Language Therapist and a BCBA
supervisor to help children with autism. The programs they offer are group ABA therapy, Intensive behavioural therapy, speech and
language pathology, social skills program, tutoring, one-to-one respite program.
• POPULATION THAT THEY SERVE -Greater Toronto Area, Durham, York, and Etobicoke area, as well as centre-based services in Markham,
Ontario
• REFERRAL PROCESS-Doctor, resource worker, then they will give referral
• AVAILIBILITY -
offered all year around
Expressive language
Attentiveness
Gross motor skills
Self-help skills
Behaviour management
Independence
Social skills
• CONTACT INFORMATION - http://www.ibimiracles.com/
505 Hood Road, Unit 13, Markham, Ontario, L3R 5V6

13. SURREY PLACE CENTRE
• ABOUT AGENCY -Surrey Place Centre focuses on behaviour management,
communication emotional sills, social skills, interpersonal skills and everyday
life skills.
• POPULATION THAT THEY SERVE – Toronto
• REFERRAL PROCESS-You must provide proof of diagnoses; Call to ask for the
registration assistant, Surrey place Centre will do a screening to see the
severity of the spectrum and will continue the application process.
• AVAILIBILITY- Availability is limited; Children and youth are eligible until they
are 18
• Contact information 416-925-5141
www.surreyplace.on.ca/News-And-Publications/Pages/New-Programs-Autism-
Spectrum-

14. AUTISM ONTARIO
• ABOUT AGENCY -One can learn more about Autism by phone or on the
online site. This is a great place for parents to connect with other parents
who have children with autism. Parents can have access to E-News letters,
webinars, camp programs, fundraising events, scholarships and more.
• POPULATION THAT THEY SERVE –Ontario
• REFERRAL PROCESS- none, one is able to register online
• AVAILIBILITY – there are no restriction to the availability

15. GENEVA CENTRE FOR AUTISM
• ABOUT AGENCY -Geneva Centre for Autism offers parent education workshops, parent support
groups, summer camp and respite programs, sibling workshops, a lending library, social skills groups
and behaviour consultation
• POPULATION THAT THEY SERVE – TORONTO ONLY
• REFERRAL PROCESS-Diagnostic and psycho educational assessment must be done first, then you will
have a meeting with the training institute’s consultation services
• AVAILIBILITY -Families must register in advance to ensure availability
• CONTACT INFROMATION -Telephone: 416-322-7877
Website: www.autism.net
Main Intersection: Yonge and Davisville

16. ADDITIONAL ORGANIZATION
INFORMATION
• Assistance for Children with Severe Disabilities (ACSD)
• Telephone: 416-325-0500
• Website: www.children.gov.on.ca/htdocs/English/topics/specialneeds/disabilities/index.aspx
• Monthly allowance for children with disabilities under 19 years of age to help with the costs of having a child with special needs.
• Family income must be below $63,000. Families will also receive a drug and dental card.
• In order to be considered, you must fill out an application form first.
• Special Services at Home (SSAH)
• Telephone: 416-325-0500
• Website:www.children.gov.on.ca/htdocs/English/topics/specialneeds/specialservices/index.aspx
• Annual funding to be paid for family families with special needs as a relief.
• Families do not need proof of income. Applications can be downloaded from the website.
• Easter Seals Incontinence Grant
• Telephone: 416-421-8377 x 314
• Website: www.easterseals.org/services/?load=incontinence
• Children three to 18 years old with a long-lasting disability longer than six months are eligible for this grant. There are three levels of funding depending on age.

17. • Disability Tax Credit
• Telephone: 1-800-959-8281
• Website: www.cra-arc.gc.ca/E/pbg/tf/t2201/README.html
• This is a non-refundable tax credit that reduces the amount of income tax that you pay. A T2201 must be completed by a doctor in order to
be eligible. You can also qualify for the income based disability benefit.
• Access 2 Entertainment
• Telephone: 416-932-8382 x227
• Website: www.access2.ca
• The Access 2 Entertainment Card allows those with a disability to enjoy a movie free of cost at selected theatres. This is great for families as it
can help bring enjoyment and leisure to their lives.
• Jennifer Ashleigh Children’s Charity
• Telephone: 905-852-1799
• Website: www.jenniferashleigh.org
• Income-based assistance for:emergency financial relief, developmental therapies, education programs, materials, ect.
• This assistance is income-based.
• President’s Choice Children’s Charity
• Telephone: 1-888-495-5111
• Website: http://www.presidentschoice.ca/LCLOnline/aboutUsCharity.jsp
• President's Choice Children's Charity provides direct financial support to families to assist with the costs of equipment, home capital,
developmental and physical therapy access to vehicles

18. REFERENCES
• Class notes week 5 connect ability – adaptive play materials workshop
• Week 3 – children with behavioural and social/emotional disorder
• Week 12-Partnership with families with a child with special needs
• Week 12- teaching children about children with special needs
• Inclusion of special needs hand book learning together every step of the way, city of Toronto surrey place
centre) (page 1 of 3)
Http://www.youtube.com/watch?v=lbXjW-cX9kQ
http://www.youtube.com/watch?v=SLBLnNxzftM
http://www.ibimiracles.com/
www.surreyplace.on.ca/News-And-Publications/Pages/New-Programs-Autism-Spectrum-
• www.children.gov.on.ca/htdocs/English/topics/specialneeds/disabilities/index.aspx
• www.children.gov.on.ca/htdocs/English/topics/specialneeds/specialservices/index.aspx
• www.easterseals.org/services/?load=incontinence
• www.cra-arc.gc.ca/E/pbg/tf/t2201/README.html
• www.access2.ca
• www.jenniferashleigh.org
• http://www.presidentschoice.ca/LCLOnline/aboutUsCharity.jsp